History, Philosophy and Science Teaching (HPS&ST) as an Academic Field

1. History, Philosophy and Science Teaching (HPS&ST) as an Academic Field Michael R. Matthews School of EducationUniversity of New South Walesm.matthews@unsw.edu.au

2. Outline • Overview of recent scholarly research publications in HPS&ST and thus establishment of a academic field • Structure of HPS&ST Handbook as one way of displaying HPS&ST as a academic field • Failures or weaknesses in preparing science education researchers to contribute to HPS&ST • How to prepare for HPS&ST research

3. HPS&ST as Interdisciplinary field • Numerous HPS&ST publications (10-20 books, 600-700 articles) • International journal • International IHPST conferences since 1989 • International Handbook • Contributions from:Philosophy of Science Philosophy of Education History of Science Education Cognitive science Learning theory History of Education

4. History of HPS&ST Research • Long history going back at least to the nineteenth century writings of Ernst Mach, and early twentieth century writings of John Dewey. • The last twenty-five years has seen a great flourishing of this field of research, with a substantial amount being published annually since 1992 in Science & Education(approx.650 articles), and in other science education journals. • Additionally there have been a dozen or so important books published in the field in this past quarter of a century.

5. Fredrick W. Westaway (1929) Science Teaching 1929 A successful science teacher knows his own subject . . . is widely read in other branches of science . . . knows how to teach . . . is able to express himself lucidly . . .is skilful in manipulation . . .is resourceful both at the demonstration table and in the laboratory . . . is a logician to his finger-tips . . .is something of a philosopher . .. is so far an historian that he can sit down with a crowd of [students] and talk to them about the personal equations, the lives, and the work of such geniuses as Galileo, Newton, Faraday and Darwin. More than this he is an enthusiast, full of faith in his own particular work.

6. Recent Books • Martin, M.: 1972, Concepts of Science Education: A Philosophical Analysis, • Duschl, R.A.: 1990, Restructuring Science Education: The Importance of Theories and Their Development, • Duschl, R.A. & Hamilton, R.J. (eds.): 1992, Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice, • Matthews, M.R.: 1994, Science Teaching: The Role of History and Philosophy of Science

7. Recent Books • McComas, W.F. (ed.): 1998, The Nature of Science in Science Education: Rationales and Strategies, • Hodson, D.: 2008, Towards Scientific Literacy: A Teachers’ Guide to the History, Philosophy and Sociology of Science, • Hodson, D.: 2009, Teaching and Learning about Science: Language, Theories, Methods, History, Traditions and Values, • Taber, K.S.: 2009, Progressing Science Education: Constructing the Scientific Research Programme into the Contingent Nature of Learning Science,.

8. Recent Books • Matthews, M.R., Gauld, C.F. & Stinner, A. (eds.): 2005, The Pendulum: Scientific, Historical, Philosophical and Educational Perspectives, • Matthews, M.R. (ed.): 2009, Science, Worldviews and Education, • Niaz, M.: 2010, Innovating Science Teacher Education: A History and Philosophy of Science Perspective. • Taylor, R.S. & Ferrari, M. (eds): 2011, Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy.

9. Michael Martin (1972) Concepts of Science Education: A Philosophical Analysis contents 1972 • Chap. 1 Scientific Inquiry • Chap. 2 Explanation • Chap. 3 Definition • Chap. 4 Observation • Chap. 5 Goals of Science Education

10. Martin’s Analysis of Recommendations of:Education Policies Commission: 1966, Education and the Spirit of Science, • Longing to know and understand; • Questioning of all things; • Search for data and their meaning; • Demand for verification; • Respect for logic; • Consideration of premises; • Consideration of consequences. • The aim of science education ought to be to produce people imbued with the spirit of science who manifest that spirit in all relevant contexts. In order to bring about the manifestation of the spirit of science in typically non-scientific contexts, science education will have to be conceived of much more broadly. Instruction in science, for example, can no longer be considered the sort of activity that goes on in the typical science classroom. Consumer education and parts of moral education, to cite just two examples, should be conceived of as an essential part of science education. (Martin 1972, p.158)

11. Richard Duschl (1990), Restructuring Science Education: The Importance of Theories and Their Development Chapters 1990 • Bases of Science Education • Retrospective of Sc. Educ. • Rethinking Our View of Sc.Ed. • Status of Theory in Sc.Ed. • Restructuring of Scientific Theories • Learning as a Restructuring Process • Applying the Growth of Knowledge Frameworks (Chem. & Physics) • Applying the Growth of Knowledge Frameworks (Biol. & Geology)

12. Michael R. Matthews (1994), Science Teaching: The Role of History and Philosophy of Science Chapters 1994 • Rapprochement between HPS & Science Education • Historical Debates about the Science Curriculum • Contemporary Curriculum Developments • History of Science in the Curriculum • Philosophy in the Curriculum • HPS in the Classroom: The Case of Pendulum Motion • Constructivism and Science Education • What is Science? Realism & Empiricism • Multicultural Science Education • Teacher Education

13. McComas, W.F. (ed.) (1998), The Nature of Science in Science Education: Rationales and Strategies Sections 1998 • Rationales for NOS in Science Education • Communicating NOS: Plans, Approaches & Strategies • Communicating NOS: Courses and Course Elements • Assessing NOS Understanding

14. Derek Hodson (2009), Teaching and Learning about Science: Language, Theories, Methods, History, Traditions and Values Chapters 2009 • Scientific Literacy & HPS • Students’ Views of NOS • Teachers’ Views of NOS • Making NOS Teaching Explicit and Reflective • Thoughts on Demarcation • Substantive Structure of Science • Syntactical Structure of Science • Reading, Writing and Talking for Learning • History, Traditions and Values of Science

15. Taylor, R.S. & Ferrari, M. (eds): 2011, Epistemology and Science Education: Understanding the Evolution vs. Intelligent Design Controversy Parts 2011 • Epistemology • Intelligent Design & Evolution‘Ontologically Different Epistemologies’ (Sinatra & Nadelson) • Teaching Science • Conclusion: Teach the Demarcation

16. ‘Ontologically Different Epistemologies’ (Sinatra & Nadelson) • ‘Given this state of affairs, we propose that the epistemologies of science and religion should be philosophically differentiated to the extent possible to provide learners with a conceptual “place to stand”. …We argue that religion and science should not be viewed as conflicting epistemologies; rather they should be viewed as epistemologies that have different roles and explain different aspects of the human condition’ (p.175) • Educational NOMA A pragmatic or principled position?

17. MyintSweKhine (ed.): 2012, Advances in Nature of Science Research: Concepts and Methodologies Contents 2012 • Pt.1Conceptual Issues in NOS ResearchM.R. Matthews, ‘From NOS to FOS’S.A. Southerland et al ‘The Bounded NOS’ • Pt.IIMethodological Advances in NOS Research

18. Science & Education: Contributions from History & Philosophy of Science and Education • 1992, four numbers 1997 , six numbers, 2003, eight numbers, 2007, ten numbers. • 1992-2011 approx. 600 articles published

19. Thematic Journal Issues • 1994, ‘Science and Culture’, 3(1). • 1995, ‘Hermeneutics and Science Education’, 4(2). • 1996, ‘Religion and Science Education’, 5(2). • 1997, ‘Philosophy and Constructivism in Science Education’, 6(1-2). • 1997 ‘The Nature of Science and Science Education’, 6(4). • 1999, ‘Values in Science and in Science Education’, 8(1). • 1999, ‘Galileo and Science Education’, 8(2). • 1999, ‘What is This Thing Called Science?’, 8(4) • 1999, ‘Children’s Theories and Scientific Theories’, 8(5).

20. Thematic Journal Issues • 2000, ‘Thomas Kuhn and Science Education’ 9(1-2). • 2000, ‘Constructivism and Science Education’ 9(6).2003, ‘History, Philosophy and the Teaching of Quantum Theory’, 12(2-3) • 2004, ‘Science Education and Positivism: A Reevaluation’, 13(1-2) • 2004, ‘Pendulum Motion: Historical, Methodological and Pedagogical Aspects’, 13(1-2, 7-8) • 2006, ‘Textbooks in the Scientific Periphery’, 15(7-8) • 2005, ‘Science Education in Early Modern Europe’, 14(3-4) • 2007, ‘Models in Science and in Science Education’, 16(7-8)

21. Thematic Journal Issues • 2008, ‘Teaching and Assessing the Nature of Science’, 17 (2-4) • 2008, ‘Social and Ethical Issues in Science Education’, 17(8-9) • 2008, ‘Studies in Historical Replication in Psychology’, 17(5) • 2008, ‘Feminism and Science Education’, 17(10) • 2009, ‘Politics and Philosophy of Science’, 18(2) • 2009, ‘Science, Worldviews and Education’, 18(6-7) • 2010, ‘Darwinism and Education’ 19(4-5, 6-8) • 2011, ‘Science and Pseudoscience in Society and Classrooms’ 20(5-6)

22. Thematic Journal Issues • 2012, ‘History of Experimental Science Teaching’ 21(2) • 2012, ‘Popular Science Between News and Education: A European Perspective’ 21(3) • 2012, ‘Popularizing and Policing “Darwinism” 1859-1900’, 21(7) • 2012, ‘Mario Bunge’s Systematic Philosophy’, 21(10)

23. Thematic Journal Issues (coming) • Philosophy and Chemistry Teaching • Philosophy and Biology Teaching • Genetics and Society: Educating Scientifically Literate Citizens • Philosophy of Commercialized / Commodifed Science • Science & Literature • Museum Education: The Place of HPS • Mendel and Mendelism

24. Contributing Philosophers • Robert S. Cohen, Richard Kitchner, GerdBuchdahl, Harvey Siegel, Israel Scheffler, Wallis Suchting, Alberto Cordero, Joseph AgassiJohn Worrall, Alan Musgrave, Hasok Chang, Peter Machamer, Peter Slezak, Michael Martin, James Garrison, NorettaKoertge, Robert Crease, Patrick Heelan, James Cushing Richard Grandy

25. Contributing Philosophers Robert Nola, Alan Chalmers, Mario Bunge, Robert Pennock,Steve Fuller, Jane Roland Martin, Howard Sankey, DemetrisPortides, Michael Ruse, Paul Thagard, Gürol Irzik, Cassandra Pinnick, Thomas Reydon, Massimo Pigliucci, Hugh Lacey, Peter Kosso, Hasok Chang, Emma TobinRichard Burian, Alan Love,Ingo Brigandt, Andrea Woody,

26. Contributing Historians HelgeKragh, John Heilbron, Lewis Pyenson, Anders LundgrenI. Bernard Cohen, Zev Bechler, Fabio Bevilacqua, Roger Stuewer, William Carroll, Stephen Brush,Lesley Cormack, Jonathan HodgeIrina Gouzevitch OlivalFreire Jr., Kathryn Olesko, David Depew, Hasok Chang, Bernard Lightman, Andre Koch Torres Assis, Jane MaienseheinRichard Bellon, Antonio ClericuzioJohn BeattyBernadette Bensaude- VincentRoberto de Andrade Martins,

27. Contributing Educators JürgenTeichmann, Derek Hodson, David Treagust, Nancy Brickhouse, Mansoor Niaz, Art Stinner, MatildeVicentini, Norman Lederman, William Cobern, Mike Smith, John Gilbert, Andreas Quale, Anton Lawson, Martin Eger, Edgar Jenkins, Colin Gauld,

28. Contributing Educators Richard Duschl, Ismo Koponen, John Leach, Jim Ryder, Peter Heering, Michael Reiss, Constantine Skordoulis, Dana Zeidler, James Wandersee, Stephen Klassen, Charbel Niño El-Hani, Helge Strömdahl, Ibrahim Halloun, William McComas, Dietmar Höttecke

29. Contributing Educators Mariana Hagberg, Norman LedermanJosé Antonio Chamizo, Michael Clough, CibelleCelestino Silva, Dietmar Höttecke, Jun-ki Lee, Yongju Kwon, KaarleKurki-SuonioMercéIzquierdo i Aymerich,Manuel Fernandez-Gonzalez

30. Scholarly Impact: Article Downloads • 2004 21,373 • 2005 22,513 • 2006 23,584 • 2007 37,593 • 2008 48,654 • 2009 65,156 • 2010 88,250 • 2011 108,650Distribution: Asia (23%), North American (21%)

31. Structure of HPS&ST as a Field of Research

32. International Handbook of Research in History, Philosophy and Science TeachingMichael R. Matthews (ed.)Springer 2013

33. Purpose The Springer Handbook is to provide a structured, documented and critical guide to extant HPS&ST research. It can be used by the profession as an important marker of progress, and platform for informed and coherent future contributions. The handbook as a whole, and each chapter within, is meant to straddle both the fields of HPS scholarship and educational research.

34. Section Structure • Part I: PEDAGOGICAL STUDIES • Part II: THEORETICAL STUDIES • Part 111: REGIONAL STUDIES, • Part 1V: BIOGRAPHICAL STUDIES

35. Part I: PEDAGOGICAL STUDIES • Physics: • mechanics • optics, • electricity, • relativity, • quantum theory, • Energy

36. Part I: PEDAGOGICAL STUDIES • Chemistry: • history of chemistry and classroom teaching and learning • philosophy of chemistry and classroom teaching and learn • historical teaching of atomic and molecular structure

37. Part I: PEDAGOGICAL STUDIES • Biology: • evolution, • genetics I, • genetics II • ecology

38. Part I: PEDAGOGICAL STUDIES • Earth sciences, • Astronomy, • Cosmology

39. Part II: THEORETICAL STUDIES • (a) Features of Science: Their Educational Importance • (b) The Teaching, Learning and Understanding Science: Historical and Philosophical Considerations • (c) Science, Culture and Society: Philosophical Issues for Education • (d) The Role of Science Education within Education: Historical and Philosophical Considerations

40. (a) Features of Science: Their Educational Importance • History of Nature of Science studies & NOS measurement scales • Philosophical appraisal of NOS studies • Women and science education: What has feminist philosophy contributed? • Constructivism: lessons from the history of its impact in science education • Constructivism: philosophical issues in its utilisation in science & mathematics education

41. Constructivism as Exemplar • Philosophical problemsIdealismSubjectivismRelativism • Pedagogical problems

42. Constructivism as Worldview • Ken TobinTo become a constructivist is to use constructivism as a referent for thoughts and actions. That is to say when thinking or acting, beliefs associated with constructivism assume a higher value than other beliefs. For a variety of reasons the process is not easy. (Tobin 1991, p.1)

43. Constructivist Idealism: John Staver • ‘…For constructivists, observations, objects, events, data, laws, and theory do not exist independently of observers. The lawful and certain nature of natural phenomena are properties of us, those who describe, not of nature, that is described.’ (Staver 1998, p.503)

44. A Philosophical Appreciation of ConstructivismWallis Suchting (1992) ‘First, much of the doctrine known as ‘constructivism’ ... is simply unintelligible. Second, to the extent that it is intelligible ... it is simply confused. Third, there is a complete absence of any argument for whatever positions can be made out. ... In general, far from being what it is claimed to be, namely, the New Age in philosophy of science, an even slightly perceptive ear can detect the familiar voice of a really quite primitive, traditional subjectivistic empiricism with some overtones of diverse provenance like Piaget and Kuhn’ (Suchting 1992, p. 247).

45. (a) Features of Science: Their Educational Importance • Experimentation in science and school laboratory activities • Postmodernism and science education • Philosophical comment on cultural studies in science and science education • Hermeneutics in Science and in science teaching and learning

46. (a) Features of Science: Their Educational Importance • Models in physics & in physics teaching • Thought experiments in science and in science education • Sociology of science and Science Teaching

47. (b) Teaching, Learning and Understanding Science: Historical and Philosophical Considerations • Philosophical considerations in studies of cognition and learning • Student cognition, knowledge and beliefs: • Inquiry teaching: Philosophical considerations • The use and misuse of HPS in science textbooks • Concept development and conceptual change: Philosophical issues

48. b) Teaching, Learning and Understanding Science: Historical and Philosophical Considerations • Metaphor and analogy in science and science teaching • Argumentation in science and science classrooms • Conceptions of Scientific Literacy: • Historical-investigative teaching • Narratives in science teaching

49. (b) Teaching, Learning and Understanding Science: Historical and Philosophical Considerations • Philosophical Development and Critical Thinking in Primary and Secondary Science Education • Philosophical issues raised by problem-based learning in science

50. Part II: THEORETICAL STUDIES(c) Science, Culture and Society: Philosophical Issues for Education • Social and Ethical Issues in Science Education: Some Philosophical Considerations • Science Education in the Historical Study of the Sciences • Philosophical issues in multicultural and indigenous science education